1. ©2014 Cengage Learning. All Rights Reserved. Chapter 12 Using Documentation for Child Abuse Suspicions and Looking at Self-Concept “How we view ourselves is reflected in how we view and treat others.”

2. ©2014 Cengage Learning. All Rights Reserved. Physical and Behavioral Indicators of Abuse Physical abuse – Non-accidental injury caused by child’s caregiver Maltreatment/Neglect – Failure to provide for the child’s basic needs Emotional maltreatment – Psychological or emotional harm Sexual abuse – Wide range of behavior, including exploitation, prostitution, and pornography

3. ©2014 Cengage Learning. All Rights Reserved. Reasonable Cause to Suspect Child’s appearance – Wounds, hygiene, clothing, demeanor Child’s description or disclosure – Cause for injuries or behavior Circumstantial evidence – Child may try to disguise injuries, deny or protect abuser, fear of punishment YOU DO NOT NEED TO PROVE, JUST HAVE REASONABLE CAUSE TO SUSPECT

4. ©2014 Cengage Learning. All Rights Reserved. Recording and Reporting Teachers and child care providers are mandated reporters and MUST report suspected abuse. Factual – Dated, descriptive, not interrogation Prompt – Evidence is destroyed by time Follow protocol – Each program has a system, but in the end it is the individual’s responsibility

5. ©2014 Cengage Learning. All Rights Reserved. TOPICS IN OBSERVATION: Dealing with Families Suspected of Child Maltreatment Protection of the child Help for the family Support Assistance Parent Education Policy communicated to all families upon enrollment

6. ©2014 Cengage Learning. All Rights Reserved. What to Do with It Notes: Anecdotal recordings, once acted upon, should be filed according to program policies – usually in a confidential file with the administrator Report: An official report (see Figure 12−4) is filled out and filed; a copy should be kept along with the notes above in the confidential file

7. ©2014 Cengage Learning. All Rights Reserved. LOOKING AT SELF-CONCEPT AND SELF-ESTEEM Difference between: Self-Concept: how one sees one ’ s self and Self-Esteem: emotional reaction to self- concept

8. ©2014 Cengage Learning. All Rights Reserved. Development of Self-Esteem

9. ©2014 Cengage Learning. All Rights Reserved. Self-Concept Acceptance – Worthy of being loved Power – Ability to impact the actions of others Morality – Innate desire to please, be “good” Sex-role identification – Socialized behavior linked to perceived sex

10. ©2014 Cengage Learning. All Rights Reserved. Observing Self-Concept and Self-Esteem Separation Self-Care Physical Social Emotional Speech and Language Memory and Attention Span Literacy Creativity Adjustment to a New Setting Seen in all areas of development:

11. ©2014 Cengage Learning. All Rights Reserved. Helping All Children with Self-Esteem Understanding cultural views of self- esteem –How one views self in relation to larger social group Disabilities and self-esteem –Growing self-awareness –Learned helplessness

12. ©2014 Cengage Learning. All Rights Reserved. Standard Related to Self-Esteem NAEYC Code of Ethical Conduct P-1.8 We shall be familiar with risk factors for and symptoms of child abuse and neglect, including physical, sexual, verbal and emotional abuse and physical, emotional, educational and medical neglect. We shall know and follow state laws and community procedures that protect children against abuse and neglect.